A 1996-97 national survey of elementary and secondary schools investigated current patterns and shifts in foreign language enrollment, languages and programs offered, teaching methodologies, teacher qualifications and training, and reactions to national reform issues. An introductory section of the survey report offers background information on…

Focusing on future directions for English and reading research, the papers presented in this book examine the complex interplay of skills, processes, and classroom conditions that influence the development of children's competence in reading, writing, and the language arts. The titles and authors of the essays are as follows: (1) "Reading and…

Metacognition refers to the ability of learners to be aware of and monitor their learning processes. Cognitive skills are those needed to perform a task, whereas metacognitive skills are necessary to understand how it was performed. Metacognitive skills are generally divided into two types: self-assessment (the ability to assess one's own…

This curriculum sourcebook is designed as a guide for educators of limited-English-speaking adults in literacy education programs. It consists of accounts of actual learning and teaching experiences using a participatory approach to instruction and curriculum development, written by teachers in community-based adult education. An introductory…

The key issues, alternatives, and implications for developing countries to consider when designing systems to define occupational standards, related training standards, and assessments were analyzed. The analysis focused on the following issues: the rationale for development of standards; clarification of definitions, terminology, and assumptions;…

Workplace mentoring has been identified as an important aspect of work-based learning in projects conducted under the School-to-Work Opportunities Act. By establishing relationships with caring and competent adults who can provide emotional support and facilitate skill development, less-experienced youths and adults are more likely to bridge the…

Directed at practitioners in adult and career education, this document defines qualitative research, compares qualitative research to quantitative research, describes the "war" between proponents of each kind of research, describes how to assess qualitative research, and explains how to choose and use qualitative techniques. Pitfalls of…

This book provides teacher educators, administrators, practicing teachers who work with preservice teachers, policymakers, and researchers with information on the conceptual, research, and application areas of service-learning in preservice teacher education. The collection of papers offers teacher educators' thoughts about ways to enhance the…

Adult learning can be challenging and traumatic events can exacerbate the process. Symptoms such as difficulty beginning new tasks, fear of risk taking, eroded self-esteem, or inability to concentrate can be evidence of past or current trauma and may be manifested by a learner missing class, avoiding tests, or behaving inappropriately during class…

In adult education, the term "accelerated learning" (AL) is usually associated with programs designed to meet the needs of adult learners whose many commitments prevent them from participating in traditional programs. Within the field of training and development, however, AL identifies an approach to learning that is multidimensional in…

Vocational rehabilitation (VR) agencies are required partners in the one-stop system mandated by the Workforce Investment Act of 1998 (WIA). The following features have long characterized VR: the primary goal of integrated competitive employment for persons with disabilities; state flexibility in VR systems, approaches, and structures; case…